本文關(guān)鍵詞：物理師范生實(shí)習(xí)前后光學(xué)PCK的差異比較研究　出處：《沈陽師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 物理師范生 光學(xué)PCK 實(shí)習(xí)前后

【摘要】：教育是國家興盛和發(fā)展的基石，而教師教育則是我國教育工作的根本。近年國家相繼出臺(tái)了一系列政策提升職前教師教育質(zhì)量。在這些政策中，加強(qiáng)教育教學(xué)實(shí)踐是一個(gè)重要手段。教師的知識(shí)是教師素養(yǎng)的重要組成部分，實(shí)踐對(duì)知識(shí)的發(fā)展有著不可替代的作用，尤其是被稱為教師最有效知識(shí)的PCK，更是與實(shí)踐密切相關(guān)。 本研究選取職前物理教師的光學(xué)PCK為主要研究內(nèi)容，重點(diǎn)對(duì)實(shí)習(xí)這種實(shí)踐形式、對(duì)該種PCK的影響因素進(jìn)行了深入系統(tǒng)有針對(duì)的研究，得到了非常有價(jià)值的研究成果。本研究首先在文獻(xiàn)研究的基礎(chǔ)上，設(shè)計(jì)了有效的測(cè)量工具，對(duì)物理師范生實(shí)習(xí)前后的光學(xué)PCK分別進(jìn)行了測(cè)量，，整理了兩個(gè)不同階段的客觀現(xiàn)狀，并對(duì)兩者進(jìn)行對(duì)比研究，分析實(shí)踐對(duì)于光學(xué)PCK發(fā)展的影響，試圖對(duì)其可能原因進(jìn)行了探討，并在此基礎(chǔ)上提出了部分有針對(duì)性的建議。 本論文共分為七章：第一章梳理現(xiàn)有研究，在國家關(guān)于教師教育的政策背景下，結(jié)合PCK的理論基礎(chǔ)，梳理國內(nèi)外關(guān)于光學(xué)PCK的相關(guān)研究文獻(xiàn)，針對(duì)現(xiàn)有研究不足提出了本研究的研究目的與研究意義。 第二章是本文的研究思路與設(shè)計(jì)，確定了以光學(xué)本體知識(shí)和課程知識(shí)為主要研究內(nèi)容的研究流程設(shè)計(jì)。 第三章是研究的前期測(cè)量與準(zhǔn)備階段，根據(jù)光學(xué)概念的相關(guān)研究確定了本研究的初測(cè)問卷，并對(duì)07級(jí)物理師范生進(jìn)行了測(cè)量，在分析整理后針對(duì)分析中所遇到困難對(duì)問卷進(jìn)行了進(jìn)一步的修改。 第四章是對(duì)實(shí)習(xí)前光學(xué)本體知識(shí)的部分現(xiàn)狀描述。在對(duì)08級(jí)物理師范生實(shí)習(xí)前后的光學(xué)PCK進(jìn)行調(diào)查后，著重描述了實(shí)習(xí)前光學(xué)本體知識(shí)的部分現(xiàn)狀，并得出了實(shí)習(xí)前光學(xué)知識(shí)的因子分析模型。 第五章是實(shí)習(xí)前后光學(xué)本體知識(shí)的差異比較。通過對(duì)實(shí)習(xí)前后光學(xué)本體知識(shí)的差異比較，分析物理師范生實(shí)習(xí)前后光學(xué)PCK的主要變化，并找出影響該變化的主要因素。 第六章是實(shí)習(xí)前后光學(xué)課程知識(shí)的差異比較。結(jié)合光學(xué)課程知識(shí)測(cè)試題和概念圖，對(duì)物理師范生實(shí)習(xí)前后光學(xué)課程知識(shí)的的現(xiàn)狀進(jìn)行了比較。 第七章是研究結(jié)論及建議，通過因子分析模型得出實(shí)習(xí)前后物理師范生的光學(xué)PCK結(jié)構(gòu)未發(fā)生本質(zhì)性轉(zhuǎn)變，通過對(duì)現(xiàn)狀的具體分析發(fā)現(xiàn)物理師范生的光學(xué)PCK處在不斷發(fā)展中，需要進(jìn)一步深刻的理解，并得出家教經(jīng)驗(yàn)、自主實(shí)習(xí)及實(shí)習(xí)學(xué)校所在位置對(duì)物理師范生光學(xué)PCK的形成具有顯著影響，結(jié)合問卷分析原因，提出促進(jìn)物理師范生PCK發(fā)展的有效建議。
[Abstract]:Education is the cornerstone of the prosperity and development of the country, and teacher education is the foundation of education in China. In recent years, the government has issued a series of policies to improve the quality of pre-service teacher education. Strengthening teaching practice is an important means. Teachers' knowledge is an important part of teachers' literacy. Practice plays an irreplaceable role in the development of knowledge, especially the PCK, which is called the most effective knowledge of teachers. It is closely related to practice. In this study, the optical PCK of pre-service physics teachers is chosen as the main research content, focusing on the practical form of practice, and the influence factors of this kind of PCK are studied systematically and systematically. First of all, based on the literature research, an effective measuring tool was designed to measure the optical PCK of physics normal students before and after practice. In this paper, the objective situation of two different stages is sorted out, and the comparison between the two is carried out. The influence of practice on the development of optical PCK is analyzed, and the possible reasons are discussed. On this basis, some specific suggestions are put forward. This thesis is divided into seven chapters: the first chapter combs the existing research, under the background of the national policy on teacher education, combing the theoretical basis of PCK, combing the domestic and foreign related research literature on optical PCK. The purpose and significance of this study are put forward. The second chapter is the research idea and design of this paper, and determines the research flow design with optical ontology knowledge and curriculum knowledge as the main research content. The third chapter is the early stage of measurement and preparation of the study. According to the related research of optical concepts, the first questionnaire of this study was determined, and the 07 grade physics normal students were measured. After the analysis, the questionnaire was further revised in view of the difficulties encountered in the analysis. Chapter 4th is a partial description of the optical ontology knowledge before and after practice. After investigating the optical PCK before and after the practice of 08 grade physics normal school students, the part of the optical ontology knowledge before and after the practice is described emphatically. The factor analysis model of optical knowledge before practice is obtained. Chapter 5th is the comparison of optical ontology knowledge before and after practice. Through the comparison of optical ontology knowledge before and after practice, the main changes of optical PCK before and after the practice of physics normal students are analyzed. The main factors influencing the change were found out. Chapter 6th compares the difference of optical course knowledge before and after practice, and compares the present situation of optical course knowledge before and after the practice of physics normal school students by combining with the test question and concept diagram of optical course knowledge. Chapter 7th is the conclusion and suggestion of the research. Through the factor analysis model, it is concluded that the optical PCK structure of physics normal students before and after practice has not undergone essential transformation. Through the concrete analysis of the present situation, it is found that the optical PCK of physics normal students is in the process of continuous development, which needs to be further understood, and the experience of tutoring is obtained. The independent practice and the location of the practice school have a significant influence on the formation of optical PCK of physics normal students. Based on the analysis of the reasons of the questionnaire, the effective suggestions to promote the development of PCK of physics normal students are put forward.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：O43-4;G652.4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馬云鵬;趙冬臣;韓繼偉;宋祥;趙曉光;;中學(xué)教師專業(yè)知識(shí)狀況調(diào)查研究[J];東北師大學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2008年06期

2 潘少兵;周葆華;劉峰;朱超平;;高校師范畢業(yè)生職業(yè)能力培養(yǎng)模式探討——以安慶師范學(xué)院實(shí)習(xí)支教為案例[J];高等農(nóng)業(yè)教育;2009年06期

3 廖元錫;PCK——使教學(xué)最有效的知識(shí)[J];教師教育研究;2005年06期

4 張興;從實(shí)證研究看加強(qiáng)高師教育實(shí)習(xí)的重要性[J];高等師范教育研究;1998年03期

5 熊國敏;;高師學(xué)生教育實(shí)習(xí)及教學(xué)能力現(xiàn)狀調(diào)查研究[J];貴州教育學(xué)院學(xué)報(bào);2009年08期

6 陳琦,張建偉;建構(gòu)主義學(xué)習(xí)觀要義評(píng)析[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);1998年01期

7 張虎玲;;高師實(shí)習(xí)生教育學(xué)知識(shí)變化研究[J];教育理論與實(shí)踐;2009年21期

8 李怡紅;;以光學(xué)為例淺析兒童科學(xué)前概念的成因及教學(xué)[J];考試周刊;2011年03期

9 楊小紅;劉巖;譚穗妍;勞媚媚;;試述學(xué)生對(duì)幾何光學(xué)的概念理解[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2008年06期

10 宮振勝;;反思型教師教育理論的實(shí)踐典范——美國伊利諾大學(xué)的教育實(shí)習(xí)安排及啟示[J];青島大學(xué)師范學(xué)院學(xué)報(bào);2008年02期

本文編號(hào)：1420932